Title: Ancient Greece Individual Biography Project
Subject: Social Studies Class periods used: 5 periods (including 1 technology period)
Objectives Students will:
learn about key gods, goddesses, heroes, and famous societal figures in Greek life; and
apply that knowledge in creative ways such as using social media to present their biography
Materials The class will need the following:
Computers with Internet access;
Access to Fakebook (See amendments if there are issues);
Library materials, such as encyclopedias, etc.;
Access/login to Brainpop video about Greek gods/goddesses
Access/login to Discovery Learning website
Procedures
1. The introduction to the unit will expose the students to the various famous societal figures and will include a Brainpop video about Greek gods and goddesses. The English teacher will also teach the students about the different gods, goddesses, and heroes in mythology.
2. Students will be given a list of people from which they can choose (a list that will be sent home for parents to approve).
3. Students will pick a person of their choice to research and create a Fakebook biography page of, including locating a suitable photo. Students have the option of creating a biography of their individual from the Ancient Greek period or by imagining him/her in the modern day.
4. Students will then use this chosen individual in conjunction with their English “HiStory” project.
5. Students will present their Fakebook page and give a summary of their “HiStory” project.
6. At the final festival, students will dress as their chosen person and impersonate him or her giving a brief biography and answering related questions for other students, teachers, and parents. Students will have an area where he or she will display their artwork and fakebook page printout.
Adaptations If fakebook will not work on the school computers, the teacher will download templates from farcebook. If neither work students will fill out similar information on work document template created by media specialist/teacher.
Standards This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Curriculum and the AASL Standards for 21st Century Learners. The students will demonstrate well-developed self-expression as they use innovative techniques to thoughtfully depict a thoroughly researched persona from Ancient Greek culture.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking and Listening Standards Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific context relevant to grades 6–8 texts and topics.
Text Types and Purpose
2. Write informative/explanatory texts. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Production and Distribution of Writing
2. Write informative/explanatory texts. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
AASL Standards:
2.1.6 Use the writing process, media, and visual literacy and technological skills to create products that express new understandings. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.1 Identify own areas of interest. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context.
Subject: Social Studies
Class periods used: 5 periods (including 1 technology period)
Objectives
Students will:
Materials
The class will need the following:
Procedures
1. The introduction to the unit will expose the students to the various famous societal figures and will include a Brainpop video about Greek gods and goddesses. The English teacher will also teach the students about the different gods, goddesses, and heroes in mythology.
2. Students will be given a list of people from which they can choose (a list that will be sent home for parents to approve).
3. Students will pick a person of their choice to research and create a Fakebook biography page of, including locating a suitable photo. Students have the option of creating a biography of their individual from the Ancient Greek period or by imagining him/her in the modern day.
4. Students will then use this chosen individual in conjunction with their English “HiStory” project.
5. Students will present their Fakebook page and give a summary of their “HiStory” project.
6. At the final festival, students will dress as their chosen person and impersonate him or her giving a brief biography and answering related questions for other students, teachers, and parents. Students will have an area where he or she will display their artwork and fakebook page printout.
Adaptations
If fakebook will not work on the school computers, the teacher will download templates from farcebook. If neither work students will fill out similar information on work document template created by media specialist/teacher.
Evaluation
See rubric.
Standards
This lesson plan may be used to address the academic standards listed below. These standards are drawn from the Maryland Common Core State Curriculum and the AASL Standards for 21st Century Learners. The students will demonstrate well-developed self-expression as they use innovative techniques to thoughtfully depict a thoroughly researched persona from Ancient Greek culture.
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12
Speaking and Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific context relevant to grades 6–8 texts and topics.
Text Types and Purpose
2. Write informative/explanatory texts.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Production and Distribution of Writing
2. Write informative/explanatory texts.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
AASL Standards:
2.1.6 Use the writing process, media, and visual literacy and technological skills to create products that express new understandings.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.8 Use creative and artistic formats to express personal learning.
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
Main Page
Lesson 1: Group Research
Lesson 3: "HiStory"